Interactions are in articles 3, 6, 7, 10, 11, 12, 13, 15, 16Thesis: Teacher-student relationships develop from everyday interactions in class between teacher and students. Establishing warm, positive, and healthy relationships and interactions between teacher and student is crucial to the student's emotional, behavioral, and cognitive development. Article 7 According to Allen (2013), improving the quality of teacher-student interactions within the classroom depends on a solid understanding of the nature of effective teaching for adolescents (p. 77). As cited by Allen (2013), “Hamre, Pianta, Burchinal, and Downer (2010) developed an assessment approach that organizes the characteristics of teacher-student interactions into three main domains: emotional support, classroom organization, and instructional support. This approach to assessing classroom interaction qualities has been tested and validated for grades kindergarten through fifth grade, with evidence supporting this latent structure of dimensions and domains across grades and content areas (Allen, 2013, p. 77). The Classroom Learning Assessment Scoring System-Secondary (CLASS-S) was developed for secondary schools as an upward extension of previous work. Within each domain considered there are specific dimensions of classroom interactions that past research suggests are likely to be important for student learning. Qualities of emotional and relational support are captured through ratings of the dimensions of positive classroom climate, teacher sensitivity, and respect for adolescents' perspectives (p. 77). Allen (2013) noted that the CLASS-S draws on theoretical and practical approaches in terms of observable and ongoing qualities of teacher-student interactions (p. 78). This scoring system focuses on… skills in the middle of the document indirectly by providing more facilitated opportunities to practice the skills of peers; Effective management of classroom time and behavior allows for greater opportunities for positive peer interactions and decreases opportunities for negative peer interactions (Luckner, 2011, p. 264). One study focused on teacher-child interactions in a dyadic context, whereas most teacher-child interactions take place in group settings. The study investigated whether the principle of complementarity (reciprocal interactive behaviors are appropriate in terms of control and similar in terms of affiliation) applies to teacher-child interactions within the kindergarten classroom. Furthermore, the study examined whether interactive behaviors and complementarity depended on children's externalizing and internalizing behaviors, interaction time, and interaction frequency (Roared, 2013, p.. 143-144).